Whittaker Ed, Pathak Anushka, Piya Simran, Cary Louisa, Harden Jeni
NHS Greater Glasgow & Clyde, Glasgow, UK.
Edinburgh Medical School, University of Edinburgh, Edinburgh, UK.
Med Teach. 2023 Nov;45(11):1300-1303. doi: 10.1080/0142159X.2023.2229506. Epub 2023 Jul 17.
The use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT.
Ten medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted.
Observees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic.
Both observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers' concerns.[Box: see text].
医学院校中近龄同伴教学的应用在国际上日益增多。教学同行观察（POT）是提升教学体验和质量的一种有用且有效的方法，但其在学生同伴教师中的应用记录并不完善。本研究的目的是探讨医学生对教学同行观察的价值和局限性的看法。
10名医学生被培训为观察者。他们使用先前开发的模型，观察了由其他学生（被观察者）主导的27次教学课程，并在观察前后进行了会议。观察者和被观察者完成了一项调查和小组访谈，以探讨他们的经历。对调查数据进行了描述性分析，对定性数据进行了主题分析。
被观察者发现反馈对于了解、反思教学实践以及增强教学信心很有价值。他们乐于接受反馈，并对观察者在以下方面给予了积极评价：专业知识、亲和力、不具威慑力的形象以及对目标受众的了解。观察者表示对良好的教学实践有了更多了解。虽然大多数观察者觉得这很有趣，但也有一些人觉得提供反馈的某些方面让人不舒服。大多数人认为难以建立令人满意的互动关系，理由是缺乏可信度以及难以消除等级制度。观察者报告称，既有的友谊对互动关系既有帮助也有阻碍。
观察者和被观察者都从教学同行观察的经历中有所收获。然而，观察者对自己的可信度缺乏信心。未来的工作应探讨如何最好地将教学同行观察纳入课程，以改善医学生的教学实践。可以考虑进一步的培训或指导，以消除观察者的顾虑。[方框内容：见正文]
